What CCSS is NOT
• … just having students
read and write more
• … assigning more
vocabulary words to
look up and write
definitions for
• …asking the same old
questions from SCOS
using more NF.
• … giving students Venn
diagrams and sentence
diagramming
assignments in social
studies to “integrate”
• …assigning more writing
where the teacher
edits, grades, and files it
in a portfolio.
“Reading like a detective,
writing like a reporter.”
Shift #1 High Quality Texts
in a Wide Variety of Genres...especially
Using a 50/50 Balance of
Fiction and Nonfiction
4
SHIFT #1
50/50 Fiction and
Nonfiction…Variety of Genres
What the Student Does…
What the Teacher Does…
*build content knowledge
through reading high quality
texts
*provides students with 50/50
fiction/nonfiction text balance
*finds evidence
*exposed to the world through
reading
*handles primary source
documents
*makes connections across
disciplines
*scaffolds informational texts
*models the use of a variety of
comprehension strategies
*teaches through and with
informational texts by having
students read the text and not
just summarize or lecture an
overview of it
Shift #2
Reading & Writing
Grounded in the Text
Text-based Evidence
Writing from Sources
6
Shift #2
SHIFT #2
Reading and Writing
Grounded in the Text
What the Student Does…
*Finds evidence to support
their answer
What the Teacher Does…
*Facilitates text based
questions and gives students
time to write about texts
*Creates their own judgment
or opinion from facts in the
text
*Encourages students to spend
time in the text and reread
*Reads text more than once
*Uses questioning to help
students analyze the text
*Compares multiple sources
*Provides opportunities for
students to argue a point and
share their conclusions and
opinions
“Because“… is the magic word because it tells everyone
where your answer is coming from. It's not your answer,
it's the reason for your answer, it's the evidence for
your inference, or the schema for your predication.
Teachers
model how to
ask questions
and show
thinking!
Shift #3 Regular Practice with Complex
Texts and its Academic Vocabulary
Tier 3:
Precision Vocabulary
Text Complexity
Tier 2:
Descriptive Vocabulary
Tier 1:
Basic and General Vocabulary
Academic – Tier 2—
Vocabulary
12
SHIFT #3
Text Complexity
and Academic Vocabulary
What the Student Does…
•Rereads
•Able to work through
frustration when engaged with
challenging text
•Uses academic vocabulary and
content specific vocabulary
•Learns and uses new vocabulary
from text read
What the Teacher Does…
•Exposes students to complex text
in a variety of genres
•Uses shorter texts and teaches
students power of rereading
•Provides scaffolding and
strategies for accessing high level
text
•Teaches fewer words more deeply
Tier 2
Words
Examples
1) surface
2) package
3) lean
4) distance
5) mostly
6) certain
7) lost
8)
9)
10)
11)
How to determine
which words to teach:
 Students are likely to see the word often in
other texts and across domains/content areas.
 The word will be useful in students’ writing.
 The word relates to other words or ideas that
the students know or have been learning.
 Word choice has significance in the text.
 The context of the text does not provide
enough information for students to infer the
meaning of the word.
 The word has multiple meanings that are high
frequency.
Old Style of
Questions
New CCSS of
Questions
What are some differences you notice in the new questions?
In the first two paragraphs, two sentences let us know the
author is questioning the wolf’s reputation.
Identify the sentences and discuss what about those
sentences helps readers know the author’s intent?
17
In paragraphs 3-5, what
sentence confirmed for
you your prediction about
the author’s intent?
What is there about the
author’s choice of words
that helps readers know
his intent?
What are the positive
qualities of a wolf?
(Remember to cite specific
evidence).
Why does the author
contrast people loving dogs
but disliking wolves?
18
What argument is the author making?
The word “adaptable” means able to
change to fit different circumstances.
How does the writer show us the
wolf’s adaptability?
Before teaching, go into the text and
look for concepts your students will
not understand and identify how you
would scaffold for those concepts.
19
Student created wall chart to describe the
scientific terms on page 7
BODY PART:
NEURONS
GLIAL CELLS
Special messenger cells
Outnumbers neurons 10 to 1.
WHAT DOES IT DO?
Carries signals back and forth
WHAT PURPOSE
DOES IT SERVE?
It is how our brain
communicates with the other
parts of our body.
Supports neurons by 1)
supplying nutrients and other
chemicals, 2) repairing the brain
after injury, and 3) attacking
invading bacteria
TEXT-BASED DISCUSSION QUESTIONS:
What is a messenger? What does a messenger do?
The text tells us our bodies have special cells with a special role or purpose.
Describe those cells and how they work in our bodies. Refer back to the text or the
wall chart if you need to.
What might happen if our bodies did not have neurons or glial cells?
20
How do you tempt students into
reading hard text for long periods??
• Set up situations in which students need information, cool
science experiment—they have to read to do!
• Set up an earthworm box or tadpole tank-only students
who get their “license” by answering questions from
complex text can care of the creatures!
• Leave out magnets and items to experiment with as well
as texts/articles about magnets.
• Articles about weird, scary, gross, surprising topics!
HOW CAN YOU DO THIS IN YOUR CLASSROOM?
21
Shift #1
Read 50/50 F/NF
Digging Deep…by reading like
a detective and writing like a
reporter!
Shift #2
Text Evidence
Expository
Teaching the
READER, not the
reading!
Shift #3
Complex
Text & Tier 2
Vocabulary
Persuasive
Close
reading in
all genres!
Narrative
Wiki Online Sharing
•PCS Wiki’s
•Common Core Resource Page
•Curriculum Maps
http://pcskindergarten.pbworks.com
http://pcs2ndgrade.pbworks.com
http://pcs3rdgrade.pbworks.com
http://pcs4thgrade.pbworks.com
http://pcs5thgrade.pbworks.com
http://pcsesccpd.pbworks.com
Instructional Planning Checklist (Unit/Lesson Plan)
 Has Essential Question(s)
 Has Essential Understandings (The student knows/understands)
 Has Strategic Interdisciplinary Connections (all contents areas plus
the arts)
 Clearly Identifies the Learning Outcome (What the student can do )
 Has Pre-Assessment(s)
 Has Formative Assessment(s) with Learning Targets
 Clear Connection to Summative Product/Assessments
 Has Rubrics Connected to Summative Product/Assessments
with specific skill goals based on assessment results
 Has differentiation
 Has engaging activities connected to accomplish the Summative
Product/Assessment
 Has resources clearly identified and connected to Common
Core/Essential Standards using 21st Century Skills/Future Ready
Skills
 Includes purposeful writing
 Uses self-directed, collaborative and group learning/sharing
Long Term Planning Best Practices
•Has a balance of fiction and nonfiction
•Has no less than 20% of complex text with close
reading
•Has daily opportunities for critical thinking and
problem solving skills
•Includes Active Learning Strategies to promote
student engagement
•Has a variety of instructional methods to meet
the Learning Styles of students
•Holds students to High Expectations
•Has the opportunity for self-directed,
collaborative and group learning/sharing
Lesson Plan Checklist
Small Group Sorting Activity
Click on Wiki Links below to show
sample weekly or unit lesson plan
templates—
you can also pull up examples
of your own unit to share.
http://pcskindergarten.pbworks.com
http://pcs2ndgrade.pbworks.com
http://pcs3rdgrade.pbworks.com
http://pcs4thgrade.pbworks.com
http://pcs5thgrade.pbworks.com
http://pcsesccpd.pbworks.com
*THREE SHIFTS Resources are now available on the grade level wikis
below the lesson plan template links.
•Teachers will be working on writing
rubrics together as a county by
grade levels on the first PD day –
September 28th.
They will need to bring a class set of
writing papers to grade (with the
rubrics they create) that afternoon!
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